Subject Specific Vocabularyposted by Allyson
There is no shortage of evidence that English language learners are at an increased risk for dropping out of school. This is especially true when the curriculum content in the subject areas are inaccessible to them because of a language barrier. Long, multisyllabic words can be intimidating. Unfamiliar jargon can be alienating, Think about one of your teachable subjects (if you are in I/S) or about any subject you particularly enjoy teaching (if you are in P/J). What kind of 'jargon' is required to engage with the topics in this subject? What vocabulary would need to be taught explicitly to ELLs? Area? Perimeter? Quadrilateral? OR Molecule, Electron, Nucleus? How about Conscription? Allied Forces? Air Raid? Make a list of 10 to 15 words whose definitions are critical for understanding a particular topic within your chosen subject area. In approximately 250 words, describe how you might approach facilitating comprehension of some of the words on your list. Please include your first and last name with your posting.
Subject Specific Vocabulary Response Posted By: Farrah Abdulla Subject: Science Topic: Understanding Cells
In biology, there are many new terms introduced with every lesson. In order to help ELL Learners understand the terms used throughout the lesson, there are a few steps I would take before the lesson. Before the lesson, or maybe even before the unit begins, I would give the ELL Learners a vocabulary list of all the word. On the vocabulary list, I would include my own definition of the term, which has been put into simpler term. I would then ask the ELL Learners to draw a picture of the term on the vocabulary sheet. They can complete the drawings as the terms are introduced in class. The purpose of them drawing the terms as they learn it, is so that they can incorporate their understanding into the drawings. If I gave the ELL learners the textbook and asked them draw the terms by finding a picture in the textbook, then I would naturally receive drawings which are copied from the text. Allowing the ELL learner to draw it gives them the chance to; see the term used in a sentence; hear the explanation of the term and see the teacher (in most cases) draw their interpretation of the term. For example, if I was to ask the ELL learners to draw a picture of DNA, they may find a general image of the two strands wrapped around each other. However, if I explain what DNA is composed of, draw a diagram and use DNA in a sentence, the ELL Learner will have experienced the word in three different forms, therefore they will hopefully have a better understanding of what DNA is. If I ask them to draw a picture of DNA now, they may draw a human and point out the human has DNA. In the picture of the DNA, they may break it down into its elementary parts and label each part. Overall, although this is a simple technique, I believe it would be effective because by giving the ELL learners a vocabulary list before hand, it is like you are giving them a head start and forming a base for them. By allowing them to interpret the terms in a different way, you allow them think outside the box. Word List
This site has many links such as explaining idioms, grammar, business English and much more.
Learning Math Terms Posted By: Melissa Chan Subject: Grade 8 Math Topic: Measurement
Circumference
Diameter
Radius
Arc
Area
Pi
Perimeter
Power
Square root
Volume
During my placement, I had some English language learners (ELLs) in my class and I found it extremely difficult to explain some concepts. I made an effort to spend some time after each of my lessons to go over certain terms with them. What I found was that they did not have difficulty with calculations. However, not knowing certain terms hinder their ability to do calculations because they didn’t know what the question was asking for.
The strand I taught was grade 8 measurement and I was introducing the formula for circumference and area. First, the students needed to know what circumference, diameter, radius and arc were. What I did for the ELLs was draw a diagram of a circle and labelled the different parts. For longer words such as circumference, I told them that they had to recognize the word but they didn’t need to spell it. All they had to do was write the letter “C” for circumference which I thought was acceptable since mathematicians use letters to represent words to write out formulas. For the word “area” I shaded in a shape and told them that was the area. To ensure that they understood what I meant, I labelled on the same diagram the word “perimeter” to differentiate the two terms. Pi was quite simple to explain because most of the students were familiar with the number “3.14”. To solidify the meaning of the word, I took out a calculator and showed them the symbol for pi.
Learning Music Words By: Bonnie Devine Subject: Primary/Junior Music
Crescendo
Clef
Staff
Note
Minor
Major
Sharp
Flat
Incidental
String
Fret
Adagio
In music, I feel that the language is complicated because it not only contains many words that do not have English roots, and don’t sound at all like English sounds, but there are also a lot of music terms that have homonyms for words with completely unrelated meanings. In primary grades, however, these words are unfamiliar to English first language students as well, since it’s only the beginning of them learning this language as well. In teaching these terms, my focus would be on introducing these words one at a time, and by using pictures and actions to differentiate these words from their alternate meanings. I might also use things like student made anchor charts or flash cards, and encourage use of the words as often as possible. In order to help ELL students understand fully, I think I would give extra visual and verbal strategies for remembering the jargon of musical terms. I also think that focus in music doesn’t have to be on using the right terms all the time. If students are able to understand the concepts, then I may not care as much about the terms. Teaching music has the added advantage of being another way for students to internalize language, through songs and lyrics, and reaches more types of learners. Teaching the words for music is just one part of the process, and ultimately, the ability to communicate through music is more important than being able to communicate about music in the correct way.
These words are all words that are build upon in later grades, and it is assumed that students know these words. In a grade 9 class, you could do a variety of things to help with comprehension with these words. A word wall could be created, where the words are available for the entire unit and for the test. This word wall can have words that relate to each other in a sequence so that students will know what words go together. Using the words on this word wall, you could have the students map out how the words are related to each other with any hints they can use to remember. Another way to help students remember these words and their meaning is a 'Word Anticipation Guide', where the students write down the word and try and guess what it means. They can talk to a partner to see if together they can figure it out, or you can use a 'Think-Pair-Share' activity. After that, you can actually have them go to their textbook or the dictionary/internet to find out what the actual meaning is (alternatively, you can actually take up the words and have a class discussion about these words). You can also use a map that has the word in the middle, and students can draw a picture or symbol (ie- for an element, students can write the symbol for a well known element) as well as a definition in their own words, definition from the textbook, put the word in a sentence, and if possible, as synonym or similar word. A final possible idea is to have word cards with definitions on them that students can keep in their desks if they are still struggling with the words. These are only a few ideas, and there are probably many others that can be used to help students remember Science terms.
STAO (The Science Teacher's Association of Ontario) has some realyl great resources and ideas for teaching vocabulary.
Posted by: Vanessa Lo
Subject: Computer Studies
Grade: 9/10/11/12
Computer Programming is similar to learning a new language. There are plenty of conventions, terms, and syntax that are needed to create a program. The terms get easier when students are creating simple programs and slowly adding more to it. Students can have their own terminology list. A word wall could be a possible activity for student to begin the learning progress. However, creating a digital source, like a website, could be something that students can access anytime to get the correct method or term. Most of the programming language will be practiced enough to retain. All students should have a “Programming Portfolio” for them to access their old material and review the knowledge. In computer programming, every line can be commented to explain the code used. Moreover, there are a large variety of programming languages available. The best learning for all students is pseudocode. Pseudocode is actually a way to organize to program in the vast range of programming languages.
Vocabulary and Terminology
o Conditional Statements
If-Then-Else Statements
Switch Statements
o Loops & Iterations
For Statements
While Statements
o Operators & Parameters
+ +
– –
?
Integer
Double
Single
Boolean
Float
o Conditions o Variable o Constant o Concatenation o ASCII o Binary o Compiler o Recursion o Functions o Pass by Reference o Pass by Value o SQL o Array
Subject Specific Vocabulary posted by Allyson
There is no shortage of evidence that English language learners are at an increased risk for dropping out of school. This is especially true when the curriculum content in the subject areas are inaccessible to them because of a language barrier. Long, multisyllabic words can be intimidating. Unfamiliar jargon can be alienating, Think about one of your teachable subjects (if you are in I/S) or about any subject you particularly enjoy teaching (if you are in P/J). What kind of 'jargon' is required to engage with the topics in this subject? What vocabulary would need to be taught explicitly to ELLs? Area? Perimeter? Quadrilateral? OR Molecule, Electron, Nucleus? How about Conscription? Allied Forces? Air Raid? Make a list of 10 to 15 words whose definitions are critical for understanding a particular topic within your chosen subject area. In approximately 250 words, describe how you might approach facilitating comprehension of some of the words on your list. Please include your first and last name with your posting.
Subject Specific Vocabulary Response
Posted By: Farrah Abdulla
Subject: Science
Topic: Understanding Cells
In biology, there are many new terms introduced with every lesson. In order to help ELL Learners understand the terms used throughout the lesson, there are a few steps I would take before the lesson.
Before the lesson, or maybe even before the unit begins, I would give the ELL Learners a vocabulary list of all the word. On the vocabulary list, I would include my own definition of the term, which has been put into simpler term. I would then ask the ELL Learners to draw a picture of the term on the vocabulary sheet. They can complete the drawings as the terms are introduced in class. The purpose of them drawing the terms as they learn it, is so that they can incorporate their understanding into the drawings. If I gave the ELL learners the textbook and asked them draw the terms by finding a picture in the textbook, then I would naturally receive drawings which are copied from the text. Allowing the ELL learner to draw it gives them the chance to; see the term used in a sentence; hear the explanation of the term and see the teacher (in most cases) draw their interpretation of the term.
For example, if I was to ask the ELL learners to draw a picture of DNA, they may find a general image of the two strands wrapped around each other. However, if I explain what DNA is composed of, draw a diagram and use DNA in a sentence, the ELL Learner will have experienced the word in three different forms, therefore they will hopefully have a better understanding of what DNA is. If I ask them to draw a picture of DNA now, they may draw a human and point out the human has DNA. In the picture of the DNA, they may break it down into its elementary parts and label each part.
Overall, although this is a simple technique, I believe it would be effective because by giving the ELL learners a vocabulary list before hand, it is like you are giving them a head start and forming a base for them. By allowing them to interpret the terms in a different way, you allow them think outside the box.
Word List
- Nucleus
- Nucleolus
- Chloroplast
- Golgi Body
- Mitochondria
- DNA - Deoxyribonucleic acid
- Protein
- Endoplasmic Reticulum
- Stoma
- Cytoplasm
For more resources and activities to use help ELL learners, take a look at the following website: http://www.eslpartyland.com/teaching-esl-studentThis site has many links such as explaining idioms, grammar, business English and much more.
Learning Math Terms
Posted By: Melissa Chan
Subject: Grade 8 Math
Topic: Measurement
During my placement, I had some English language learners (ELLs) in my class and I found it extremely difficult to explain some concepts. I made an effort to spend some time after each of my lessons to go over certain terms with them. What I found was that they did not have difficulty with calculations. However, not knowing certain terms hinder their ability to do calculations because they didn’t know what the question was asking for.
The strand I taught was grade 8 measurement and I was introducing the formula for circumference and area. First, the students needed to know what circumference, diameter, radius and arc were. What I did for the ELLs was draw a diagram of a circle and labelled the different parts. For longer words such as circumference, I told them that they had to recognize the word but they didn’t need to spell it. All they had to do was write the letter “C” for circumference which I thought was acceptable since mathematicians use letters to represent words to write out formulas. For the word “area” I shaded in a shape and told them that was the area. To ensure that they understood what I meant, I labelled on the same diagram the word “perimeter” to differentiate the two terms. Pi was quite simple to explain because most of the students were familiar with the number “3.14”. To solidify the meaning of the word, I took out a calculator and showed them the symbol for pi.
Trying to modify a lesson plan for ELLs is not easy but here is a helpful site that offers some math lesson plan ideas that are geared towards classes with ELLs. http://www.edugains.ca/newsite/math2/tipsforellmath.html
Learning Music Words
By: Bonnie Devine
Subject: Primary/Junior Music
In music, I feel that the language is complicated because it not only contains many words that do not have English roots, and don’t sound at all like English sounds, but there are also a lot of music terms that have homonyms for words with completely unrelated meanings. In primary grades, however, these words are unfamiliar to English first language students as well, since it’s only the beginning of them learning this language as well. In teaching these terms, my focus would be on introducing these words one at a time, and by using pictures and actions to differentiate these words from their alternate meanings. I might also use things like student made anchor charts or flash cards, and encourage use of the words as often as possible. In order to help ELL students understand fully, I think I would give extra visual and verbal strategies for remembering the jargon of musical terms. I also think that focus in music doesn’t have to be on using the right terms all the time. If students are able to understand the concepts, then I may not care as much about the terms. Teaching music has the added advantage of being another way for students to internalize language, through songs and lyrics, and reaches more types of learners. Teaching the words for music is just one part of the process, and ultimately, the ability to communicate through music is more important than being able to communicate about music in the correct way.
For an interesting conversation about what students gain from music in an ESL classroom:
take a look at this website http://www.englishclub.com/teaching-tips/music-classroom.htm.
Learning Chemistry Terms
Posted by: Emily Palmer
Subject: Science-Chemistry Strand
Grade 9
Word List
- Atom
- Compound
- Element
- Electron
- Molecule
- Chemical change
- Physical change
- Pure substance
- Chemical symbol
- Chemical formula
These words are all words that are build upon in later grades, and it is assumed that students know these words. In a grade 9 class, you could do a variety of things to help with comprehension with these words. A word wall could be created, where the words are available for the entire unit and for the test. This word wall can have words that relate to each other in a sequence so that students will know what words go together. Using the words on this word wall, you could have the students map out how the words are related to each other with any hints they can use to remember. Another way to help students remember these words and their meaning is a 'Word Anticipation Guide', where the students write down the word and try and guess what it means. They can talk to a partner to see if together they can figure it out, or you can use a 'Think-Pair-Share' activity. After that, you can actually have them go to their textbook or the dictionary/internet to find out what the actual meaning is (alternatively, you can actually take up the words and have a class discussion about these words). You can also use a map that has the word in the middle, and students can draw a picture or symbol (ie- for an element, students can write the symbol for a well known element) as well as a definition in their own words, definition from the textbook, put the word in a sentence, and if possible, as synonym or similar word. A final possible idea is to have word cards with definitions on them that students can keep in their desks if they are still struggling with the words.These are only a few ideas, and there are probably many others that can be used to help students remember Science terms.
STAO (The Science Teacher's Association of Ontario) has some realyl great resources and ideas for teaching vocabulary.
http://stao.ca/resources/curriculum-resources/grade9support/9%20Science_01%2011%2004.pdf
Learning Computer Programming
Posted by: Vanessa Lo
Subject: Computer Studies
Grade: 9/10/11/12
Computer Programming is similar to learning a new language. There are plenty of conventions, terms, and syntax that are needed to create a program. The terms get easier when students are creating simple programs and slowly adding more to it. Students can have their own terminology list. A word wall could be a possible activity for student to begin the learning progress. However, creating a digital source, like a website, could be something that students can access anytime to get the correct method or term. Most of the programming language will be practiced enough to retain. All students should have a “Programming Portfolio” for them to access their old material and review the knowledge. In computer programming, every line can be commented to explain the code used. Moreover, there are a large variety of programming languages available. The best learning for all students is pseudocode. Pseudocode is actually a way to organize to program in the vast range of programming languages.
Vocabulary and Terminology
o Conditional Statements
- If-Then-Else Statements
- Switch Statements
o Loops & Iterations- For Statements
- While Statements
o Operators & Parameters- + +
- – –
- ?
- Integer
- Double
- Single
- Boolean
- Float
o Conditionso Variable
o Constant
o Concatenation
o ASCII
o Binary
o Compiler
o Recursion
o Functions
o Pass by Reference
o Pass by Value
o SQL
o Array